UNESCO Regional Ofce For Southern Africa

United Nations Educational, Scientific and Cultural Organisation

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS

Report on the Southern Africa Regional Conference on Teachers

Maputo, Mozambique

26-28 August, 2015

UNESCO Regional Ofce For Southern Africa

United Nations Educational, Scientific and Cultural Organisation

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS

Report on the Southern Africa Regional Conference on Teachers

Maputo, Mozambique

26-28 August, 2015 Acknowledgement 1

Foreword 2

List of Acronyms 3

Executive Summary 4

Conference report 7

1 Background to the conference, objectives and opening 7

2 The Global and Regional Context 8

3 Policy Issues for Promoting Quality Teaching 8

4 What is Quality Education and Quality Teaching 11

4.1 Gender Mainstreaming 14

4.2 Early Childhood Education 14

4.3 Inclusive Education 15

4.4 Comprehensive Sexuality Education 22

4.5 Education for Sustainable Development 22

5 Recruitment, Pre-Service Training, Retention and Continuing Professional Development 23

5.1 Teacher recruitment and Retention 24

5.2 In-service and Continuing Professional Development 25

6 Recommendation and Action Points 30

7 List of annexes 34 Acknowledgement

UNESCO Regional Ofce For Southern Africa

United Nations Educational, Scientific and Cultural Organisation

he UNESCO Regional Office for Southern Africa (ROSA) would like to extend its Tgratitude to all who gave strategic guidance and inputs during the Southern African Regional Conference on Teachers. In particular, ROSA would like to thank the Ministry of Education and Human Development of Mozambique which convened the conference and to our UNESCO Offices and Institutes for their technical and financial support that contributed to the success of the conference. The contributions at all levels were valuable and the depth of the debates confirmed the need for such a meeting towards an effective and coordinated response to teacher issues in the region.

Hubert Gijzen Regional Director and Representative

ROSA would like to thank the Ministry of Education and Human

“Development of Mozambique which convened the conference and to our UNESCO Offices and Institutes for their technical and “ financial support that contributed to the success of the conference

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 1 Foreword

In light of the new configuration of the UNESCO Field Network in Africa, the UNESCO Office in Harare was confirmed Regional Office for Southern Africa (ROSA) with a coverage of nine countries (Botswana, Lesotho, Malawi, Mozambique, Namibia, South Africa, Swaziland, Zambia and Zimbabwe), and the SADC Secretariat. In accordance with the reform, the National Offices in Maputo and Windhoek as well all education projects antennas and Comprehensive Sexuality Education and HIV Desks in the ROSA countries are supervised by the Regional Office.

As an immediate result of the reform the interactions with and support to member states covered by the ROSA has been substantially strengthened. Within the UN system, the Regional Office also participates in the Regional UNDG, and scaled up its role as laboratory of ideas, standard-setter, clearing house, capacity-builder and catalyst for international cooperation.

It is, with this background in mind, that the UNESCO ROSA, the UNESCO Section of Learning and Teachers, the UNESCO Maputo Office and the UNESCO International Institute for Capacity Building in Africa (IICBA), in partnership with the government of Mozambique and in cooperation with the Southern Africa Development Community (SADC) organized a “Southern African Regional Conference on Teachers” in Maputo, Mozambique from 26-28 August 2015.

The conference came at a critical juncture as we advance toward the target dates for the MDGs and as we shape the new global development agenda post-2015. The conference came also at an opportune time in response to the UNESCO-AU Kigali Statement on Education post-2015, which recognised that for governments to provide quality educational opportunities to all children and young people, teachers play a central role. The quality of teachers has a major impact on equity and learning outcomes. However, there is a shortage of trained, qualified and motivated teachers in the region, which necessitates increased investment in teachers as a matter of urgency in most African countries. Another challenge is to restore the dignity of teachers and to improve their status in the community and society at large. Therefore, more attention must be paid to teacher training and well-being.

I would like to thank the participants from countries in the Southern African region and from Tanzania, Mauritius and South Sudan. My sincere gratitude also goes to the Ministry of Education and Human Development of Mozambique which convened the conference and to our UNESCO Offices and Institutes for their technical and financial supports that contributed to the success of the conference.

It is my fervent hope and trust that the outcome of the Southern African Regional Conference on Teachers will result in the development of a sound and effective Education Support Strategy and Regional Plan of Action for Southern Africa that will help craft motivated, creative and responsive teachers who are able to engage with a new generation of children and young people, help them transform their lives and enable them to realize their dreams.

Hubert Gijzen, PhD Regional Director and Representative

2 UNESCO Regional Office for Southern Africa List of Acronyms

ADA African Disability Alliance AIDS Acquired Immune-Deficiency Syndrome AU African Union CFIT China Funds in Trust CPD Continuing Professional Development CSE Comprehensive Sexuality Education ECE/ECD Early Childhood Education/ Early Childhood Development EFA Education for All EMIS Education Management and Information System ESD Education for Sustainable Development ESSP Education Sector Strategic Plan GER General Educator Policy GM Gender Mainstreaming HIV Human Immune Deficiency Virus ICT Information and Communication Technology IFP Instituto de Formaișo Professores IICBA UNESCO International Institute for Capacity Building in Africa IE Inclusive Education LDC Low Developing Country LITLE Learning Improvements for Teachers and Lecturers for Early Education M & E Monitoring and Evaluation MoEHD Ministry of Education and Human Development MoPSE Ministry of Primary and Secondary Education MIET Media in Education Trust NEP Namibia Educator Policy NATCOM National Commission NTP National Teacher Policy OSISA Open Society Initiative for Southern Africa OWG Open Working Group PBTR Professional Board for Teacher Recruitment PLAP Performance Lag Address Program PTR Pupil Teacher Ratio ROSA Regional Office for Southern Africa RTP Regional Teacher's Policy SAALED Southern Africa Association for Learning and Educational Difficulties SADC Southern Africa Development Community SSA Sub-Saharan Africa STEPP Survey of Teachers in Pre-Primary TDC Teacher Development Centre TIEEZ Teachers of Inclusive Early Education in Zimbabwe UNESCO United Nations Educational, Scientific and Cultural Organisation UIS UNESCO Institute for Statistics VVOB Flemish Association for Development Cooperation and Technical Assistance WEF World Education Forum ZOU Zimbabwe Open University

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 3 Executive Summary

The Southern Africa Regional Conference on Teachers was data to inform policy development and to develop indicators attended by policy makers, academics, practitioners and to measure quality of education using tools developed and development partners in education from countries in supported by UNESCO IICBA. Namibia outlined how they are Southern Africa, other countries in the African region and in the final stages of developing a General Educator Policy that UNESCO offices. The conference was convened to craft policy will promote the professionalization and enhance the status and programmatic responses to the Kigali Statement on of educators and will unite all educators under one Education post-2015, which recognised that teachers play a professional authority which will be responsible for the central role in the provision of quality education and the need governance of the teaching profession. Both case studies for comprehensive teacher policies which cover all levels of shared at the conference demonstrate the good practice of education. using inclusive approaches to policy formulation by involving teachers and teaching unions from the outset. The conference The objectives of the conference were: also discussed the need for greater synergies across the region 1. To share country policies, good practices and research in policy issues for quality teachers and made the following results on improving teacher quality. 2. To develop a regional strategy towards the Recommendations: improvement of the quality of teachers. l All countries should develop and implement a The conference provided a platform for participants to share National Teacher Policy (NTP) that addresses a range of and reflect on experiences and good practices in issues including recruitment, pre- and in-service strengthening teachers' capacities and pedagogies in key training, equitable deployment, working conditions elements of qualit y education and to de velop and motivation. These should cover all schools, recommendations on good practice in the region to improve including those in the private sector, and should be the professional status of the teaching profession. developed in an inclusive way involving teachers through teaching unions. Globally, there has been an increase in access to education but l The region should harmonize minimum teacher entry this has not led to a commensurate increase in basic literacy qualifications. In-service training should be provided and numeracy skills. The shift of focus to increasing the quality for serving teachers who do not meet the minimum of education and the quality of teachers recognises this. Sub- entry qualifications. Saharan Africa still needs millions of trained teachers to reach l Southern African Development Community (SADC) the UNESCO benchmark for Pupil-Teacher Ratios (PTR) and to member country policies should be consolidated into address poor gender balance of teachers. These gaps are due a Regional Teachers' Policy (RTP), which would to teaching being seen as a lower status profession with poor harmonise standards and practice and facilitate remuneration and conditions of service, which means the teacher mobility in the region. profession fails to attract and retain the best quality candidates. The conference reflected on a number of initiatives in the It is recognised that education should promote learners' region hoping that these will provide lessons on how to cognitive development, be inclusive and equitable and address these challenges by strengthening teachers' policy, should also encourage learners' creativity and emotional teacher recruitment, training and retention and strengthened development to prepare them for a rapidly changing world. continuing professional development. One session at the conference, therefore, focused on some of the elements of quality education. Good practice was shared The conference identified that there is a need for good policies in Gender Mainstreaming (GM), Early Childhood Education to promote quality education and explored how countries in (ECE), Inclusive Education (IE), Comprehensive Sexuality the region are approaching the implementation of a Teachers' Education (CSE) and Education for Sustainable Development or Educators' policy that covers the recruitment, training and (ESD), all of which were considered important contributors to remuneration of teachers. The current situation in the region is a relevant education responsive to a rapidly changing world diverse and varied. Mozambique shared its experience of using and an evolving classroom environment.

4 UNESCO Regional Office For Southern Africa UNESCO should take a lead in disseminating the available good teaching and learning materials and facilitate sharing of learning in all the relevant elements.

Source: www.voanews.com

Recommendations regarding these various elements of on how good practice in the recruitment, pre-service quality education were: training and continuing professional development of teachers played a crucial role in this process. It was noted l UNESCO should take a lead in disseminating the that the current disconnection between politicians and available good teaching and learning materials and education practitioners and between quality and inclusion facilitate sharing of learning in all the relevant meant that the policies were failing to address how to recruit elements. and retain good quality teachers. The recruitment of l Strengthen school leadership and management of suitable, motivated teachers of quality is especially relevant learning for quality education. UNESCO should when many countries have a shortage of qualified teachers facilitate exchange and experience sharing in aspects and struggle to attract the best people into teaching. The of quality education, including policy makers. Namibian Educator Policy (NEP) makes provision for a l Teachers need support to upgrade their skills and Professional Board for Teacher Recruitment (PBTR), which incorporate new approaches to remain relevant, will develop clear criteria for teacher recruitment. Currently, especially in new aspects of quality education such as in Namibia, the entry level qualifications for teaching are gender mainstreaming, ESD, IE and CSE. equivalent to University entrance requirements and the l Countries should invest more in the recruitment and Government sponsors good students to access teacher - training of ECE teachers and there should be a forum for the regional exchange of good practice in ECE and training with grants and bursaries. training for ECE. The difficulty in attracting and retaining teachers means that l New approaches, such as CSE, should be incorporated unqualified teachers are found in virtually all countries in the into the curriculum sensitively and in liaison with all region. Although not ideal, unqualified teachers are stakeholders to foster community understanding and necessary to fill gaps in the teaching force and therefore acceptance. Ministries of Education are looking at the best way to ensure Quality education is dependent on having quality teachers unqualified teachers are fit for purpose. The conference at all levels of education. Considerable discussion took place shared good experiences of in service training for

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 5 unqualified teachers to give them professional skills using amongst all service providers and base it on the teachers' centres, in-school coaching and mentoring and systematic identification of teachers' needs, including distance education options. the use of self-assessment. l Promote genuine teacher participation in all aspects of Considerable discussion at the conference centred on how to professional development and policy. Ensure that motivate teachers and prevent absenteeism and teacher teachers' voices are heard. Address absenteeism using wastage. Across the region, teaching is held in low esteem, positive strategies. remuneration is low and conditions of service are poor, which has a negative impact on motivation. Teachers find intrinsic motivation from doing a good job and this feeling of worth can UNESCO's key role in promoting quality education be built by the school leadership and by the community. How was reflected in several Action Points for UNESCO: Governments can address this challenge - by providing motivating, well-rewarded career structures and quality 1. Share these recommendations with SADC secretariat Continuing Professional Development (CPD) - which enables and advocate for the regional responses including teachers to upgrade and update their skills was discussed. The developing a regional framework for teacher training rapidly changing context and curriculum requires reflective and a comprehensive regional teacher policy teachers who are able to adapt to new challenges and adopt framework. new approaches and pedagogies. Good practices in CPD were 2. Report to the EFA Task Force on the conference shared in how teacher participation and self-assessment can outcomes and advocate with donors for resources to make CPD more contextually relevant. implement recommendations. Use World Teachers' Recommendations by the conference on these various issues Day (WTD) to disseminate recommendations of the were: meeting.

3. Provide technical assistance to facilitate country level l Government should allocate adequate resources to education, ensuring that funding goes to teacher discussions on quality teachers. Support national remuneration and improving teacher well-being. conferences covering the priority issues identified in Governments should aim to attract the best students to this conference. teaching by having attractive conditions of service. 4. Facilitate more learning visits to share good practice l Take a regional approach to teacher deployment, in the development of policies, quality education and perhaps through a SADC protocol, to enable surplus CPD. trained teachers in one country to be deployed across the region. 5. Develop a regional Educational Management l Use in-school coaching and mentoring to build the Information System (EMIS) to provide evidence for professional skills of unqualified teachers. Ministries policy formulation and CPD should train mentors and also provide structured short training for unqualified teachers. Prioritise unqualified 6. Have a clearing house on the documents shared and teachers for formal training programmes in colleges discussed in the conference. and university. l A national and regional framework should be 7. Provide resource persons for national capacity developed for teacher education and quality CPD for a building. rapidly changing environment. Coordinate CPD

The rapidly changing context and curriculum requires reflective teachers who are able to adapt to new challenges and adopt new approaches and pedagogies

6 UNESCO Regional Office For Southern Africa Conference Report

1. Background The Southern Africa Regional Conference on Teachers was attended by 88 policy makers, academics and practitioners and development partners in education from 9 countries in Southern Africa, 3 other countries in the African region and UNESCO offices. The conference was convened by the UNESCO Regional Office for Southern Africa (ROSA), the UNESCO Office in Maputo and the Ministry of Education and Human Development (MoEHD) of Mozambique to help craft policy and programmatic responses to the Kigali Statement on Education post-2015, which recognised that for governments to provide quality educational opportunities to all children and young people, teachers play a central role. The Kigali Statement acknowledged the need for comprehensive teacher policies and called for action to increase investment in the recruitment, training, deployment, continued professional development and improved welfare of teachers across all levels of education.

See participant list: Annex 21 See the full Conference Programme: Annex 1

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 7 Conference Report 1.1 Objectives of the Regional 1.2 The Opening Session Conference Mr Moussa-Elkadhum B. Djaffar, UNESCO Head of Office, The objectives of the conference were: Maputo welcomed the participants from countries in the

l To share country policies, good practices and Southern African region and from Tanzania, Mauritius and research results on improving teacher quality. South Sudan. He said that Mozambique, like other countries in l To develop a regional strategy towards the Southern Africa, is striving to improve the quality of education improvement of the quality of teachers. and recognizes that teachers play a vital role in this process. As the host country, there is a large contingent of participants The conference provided a platform for participants to share from Mozambique who are taking the opportunity to learn and reflect on experiences and good practices in from other countries in the region on how to improve the strengthening teachers' capacities and pedagogies in key quality of education in the country. elements of quality education and to develop action points to take back to their respective countries on good practice in the Professor Hubert Gijzen, Director UNESCO Regional Office for region to improve the professional status of the teaching Southern Africa, in the Keynote Speech, emphasized that the profession in the region. The three-day programme conference came at a critical juncture as we advance toward anticipated and achieved the following outcomes: the target dates for the MDGs and as we shape the new global development agenda post-2015. He outlined that education l A shared understanding of the critical issues for a sustainable future is at the core of the post 2015 agenda related to the quality of teachers and is key to poverty eradication and the strengthening of l A dossier of effective policies, good practices, tools resilience. He highlighted that the quality of teachers had a and data that can be disseminated adapted and major impact on equity and learning outcomes and that there scaled up. is a shortage of trained, qualified and motivated teachers in l A consensus on recommendations for actions at the region, which necessitates increased investment in country and regional levels with regard to teachers. He emphasized that this is a matter of urgency in teachers. l Partnerships formed to work towards a regional most African countries.

strategy for the improvement of the quality of His Excellency Mr Jorge Ferrăo, Minister of Education and teachers. Human Development, officially opened the conference. The conference was held in the 40th year of Mozambican Independence and in a new cycle of governance, which places teachers at the centre of the development process. He emphasized the need for committed, creative and responsive teachers who are able to engage with a new generation of children and young people, to help them transform their lives and to enable them to realize their dreams. He stated that more attention must be paid to teacher training and well- being. There is a challenge to restore the dignity of teachers and to improve their status. 1.3 Report structure This report is not a chronological account of each session as it took place but focuses on the key issues that were identified as a priority by the conference participants. The report, therefore, contains the following sections:

His Excellency Mr Jorge Ferrăo, Minister of Education and Human addressing delegates at the Conference in Mozambique See the full Conference Programme: Annex 1

8 UNESCO Regional Office For Southern Africa l The global and regional context are in the process of developing a teacher policy. There are a l Policy issues for quality education number of specific initiatives to strengthen teacher education l An exploration of what quality education to make it relevant and appropriate to current situations. This comprises conference will facilitate the sharing of some of this good l Teacher recruitment, pre-service training, practice and discuss strategies to address the challenges at a retention and continuing professional development regional level. l Summary of the key issues, recommendations and action points The presentation by UNESCO on “Global trends, challenges and commitments regarding teachers” gave an overview 2. The Global and Regional Context of global trends and challenges regarding teachers and The Dakar Framework on Education for All (EFA) 15 years ago outlined key strategies to address these challenges. How recognized the crucial role of teachers in providing quality teacher issues are positioned in the post-2015 agenda was basic education and stressed that to achieve EFA, governments also discussed. need to enhance the status, morale and professionalism of teachers. Despite this recognition that teachers are central to Globally there is a learning crisis, with an estimated 250 the achievement of quality and equitable education and million children failing to learn the basics of reading. This is sustainable development, major gaps remain in the provision particularly true in Sub-Saharan Africa where much less than of this teaching force. 40% children reach Grade 4 and learn the basics of reading. Many of the remainder reach Grade 4 without acquiring those In the post-2015 agenda, there are two proposals for teachers: basics. Hence, there needs to be a shift in emphasis from the Muscat Agreement adopted at the Global EFA Meeting in access to education to quality of education. Oman (May 2014), which is education-focused, and the Open Working Group proposal (OWG, July 2014), which comprise 17 Regarding teachers, there has been progress at the global level Sustainable Development Goals including one for education. in terms of numbers. Between 1999 and 2012, the number of The Muscat agreement proposes a target that by 2030 all primary teachers increased by 17% (4 million) with the highest governments ensure that “all learners are taught by qualified, increase in Sub-Saharan Africa (SSA) and the Arab States. At professionally trained, motivated and well-supported secondary level, the number of teachers increased by 8 million teachers”. The OWG proposes that by 2030 there should be an doubling that of the primary level. However, the Pupil-Teacher increase in the supply of qualified teachers in LDCs and Small Ratio (PTR) has barely changed since 1999. In SSA in 2012 the Island Developing States. PTR was 42 (benchmark 40.1). Of the 161 countries that exceeded the benchmark, 24 were in SSA. For lower secondary, At the World Education Forum (WEF) held in May 2015, 18 countries in SSA had PTRs above the 30.1 benchmark. For delegates from 160 member states adopted the Incheon upper secondary, however, only 5 countries in the region Declaration which makes a commitment to: 'ensure that exceed the benchmark. However, the world needs an teachers and educators are empowered, adequately recruited, additional 27.3 million teachers to achieve universal primary well-trained, professionally qualified, motivated and education by 2030 and the biggest challenge is in SSA, which supported within well-resourced, efficient and effectively requires 67% of this total. Giving the current trends, many governed systems'. In considering “the teachers we want for countries in the region will not have achieved this by 2030, the future” there was strong consensus that teacher quality even with the use of untrained teachers. (not just teacher supply) is the most significant condition for learning and that teacher empowerment should be a top The UNESCO Institute for Statistics (UIS) in its presentation on priority in all education and development strategies. Hence, it the “Global database on education (teachers)”, elaborated on is important to have a common understanding of what we the role of the UIS to produce internationally comparable mean by a 'good teacher', how to nurture good teachers and statistics on education, including those on school resources how to ensure that all learners are served by good teachers. and teaching conditions. The presentation depicted indicators

It was noted that Southern African governments, with UNESCO See the full presentation by Yoshie Kaga ⁽UNESCO⁾: Annex 2 support, have been addressing these challenges. A number ⁴See the full presentation by Monica Githaiga UIS ⁽UNESCO⁾: Annex 3

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 9 on teachers for countries represented at the conference and informed the conference of on-going UIS initiatives on statistics on teachers.

Data produced by the UIS for academic years 2012 or 2013 were presented and indicated that while all countries in the region have made substantive progress to recruit more teachers into the profession since the year 2000, congestion in primary schools in some countries remains problematic. For example, in 2013, primary PTRs above 1:50 were noted in Malawi (1:69), Mozambique (1:55) and Zambia (1:48). In 2013, Students from Matola teacher training college (Mozambique) Tanzania registered a higher teacher pupil ratio in pre-primary (1:83) whereas Botswana and Mauritius registered some of the countries such as Malawi, and lower than 5 % in Lesotho, lowest PTRs in pre-primary in the region in 2012 (1:12 and 1:13 Swaziland and Zambia. UIS data shows that in 2012, 55 % of respectively). female pre-primary teachers in Botswana were trained and 100% in Mauritius. In Tanzania, however, only 37% of pre- Data on gender in the teaching profession indicates that few primary female teachers were trained. countries in the region have a proportion of female secondary school teachers that exceeds 50% of the teaching force. For It was noted that Southern African governments, with example, in 2012, 56% of secondary school teachers in Lesotho UNESCO support, have been addressing these challenges. A and 59% in Mauritius are female, while less than 30 % of number are in the process of developing a teacher policy. secondary school teachers in Malawi and Tanzania and 19% in There are a number of initiatives to strengthen teacher Mozambique are female. In 2013, Lesotho's tertiary teaching education, to make it relevant and appropriate to current force was almost one half female, while less than 40% of situations. It is evident, however, that over the past decade teachers engaged in tertiary education in Mozambique, expansion of pre-primary education in the region has not kept Swaziland and Zimbabwe were female. There is also an pace with the growth of the population of pre-primary school- inequitable deployment of teachers within countries aged children. associated with ethnicity, gender and the subject taught, with It was suggested that the anticipated Survey of Teachers in a bias towards urban areas. In addition, societies do not value Pre-primary Education (STEPP) under preparation by UNESCO teachers. In general teacher salaries globally are lower than was an initiative to improve the scope of data reported other professions that require similar qualifications. In some globally. Also, the UIS launched the Supplementary countries teacher earnings are even below the poverty line. Questionnaire on Teachers in 2015, to expand its existing global database on internationally comparable statistics on Other global challenges include the proportion of women in the quality of teachers. The questionnaire covers themes teaching. The overall proportion has increased from 58% to including the demographic characteristics of teachers, 63% since 1999, but the women are found mainly in pre- and contractual arrangements, recruitment, remuneration, lower-primary which tends to have lower pay, lower status and educational attainment, teaching experience and attrition. is less professionalised. UIS data on the quality of teachers in Botswana, Malawi, Tanzania, Zambia and Zimbabwe in 2012 During the plenary discussions, a number of strategies were indicates that over 90% of female teachers employed in suggested to address these challenges including: primary schools were trained. In 2013, in Lesotho, less than 80% of female primary school teachers and in Swaziland 69% l Attract and retain good candidates with diverse were trained. In the secondary sector numbers of trained backgrounds to the teaching profession and place female teachers are lower (Swaziland and Zimbabwe 2012, less them where they are most needed. This will require a than 80%, in Malawi 78% and Mozambique 89%). In UNESCO's 2014 Global Monitoring Report for SSA, UIS states that the ratio ⁵Source: UNESCO Institute for Statistics ⁽UIS⁾ Data Centre as at August 2015. of graduates of teacher training programmes to teachers in Data depicted refer to academic years 2012 or 2013, where available. ⁶All figures in the report refer to Tanzania mainland only. service in primary education in 2012 was as high as 17% in ⁷“Trained teachers” refers to teachers trained by national standards or policies

10 UNESCO Regional Office For Southern Africa competitive career and pay structure. l Prepare and support teachers to acquire good content knowledge, to use appropriate pedagogies and assessment methods and address disadvantage and diversity issues. Equip teachers with innovative curricula as well as sufficient good teaching and learning materials. l Prepare teacher educators and mentors to effectively support teachers. l Develop school leadership to focus on learning and strengthen teacher governance to maximise impact. l Make quality teaching and learning a national priority and ensure sufficient national and global resources for teachers of all levels and types of education. This requires better data on teachers.

3. Policy issues for promoting quality teaching The conference explored the current situation in the region regarding a teachers' policy and the country specific status for teachers' policies. Group work on the first day revealed that the current situation in countries in the region is diverse and varied. Only one country in the region, Namibia, is close to the implementation of a comprehensive Teachers' Policy that covers the recruitment, training and remuneration of teachers. This policy is in the final stages of development. Malawi has a National Strategy, which is currently being reviewed and formulated into a policy. Several other countries, including Botswana, Zambia and Mozambique, are in the process of reviewing the country situation and are developing a policy. Others, including Mauritius and Zimbabwe, do not currently have a comprehensive Teachers' Policy instead having a range of separate policies for specific aspects of teacher recruitment, training and remuneration.

A number of countries shared their practice in policy development. Mozambique has, as a first step to the development of a comprehensive Teachers' Policy, undertaken a holistic survey on the situation of teachers in the country (see Case Study 1 below). Mozambique is an example of good practice from the region in the use of evidence to inform teacher policy.

Case Study 1: Outcomes of the holistic survey on the situation of teachers in Mozambique

The survey, carried out at the end of March 2015, looked at the status environment. In addition, the growth in access has put a strain on the of teachers, teachers' remuneration, training needs and teacher existing education facilities. professional development. The report used the UNESCO guidelines3 using work teams comprising tertiary level teachers, Education The study has identified a number of challenges to education in Officers and officers from other ministries (Health, Labour, Statistics Mozambique, especially at the primary level. There are not enough Office) who reviewed and consolidated data from a range of existing teachers and not enough classrooms. This has led to the dropout rate at primary level remaining too high and made teacher retention studies to give an overview of the situation of teachers in challenging. Teachers that have remained in the system are mobile Mozambique. The document, currently being finalized, will give an and tend to gravitate towards the less isolated schools and those with overview of the education system, structure and context, the current the best teaching environment. situation regarding education quality and budgetary issues. The study recommends that a comprehensive review be carried out of The study found that there has been a gradual increase in access to the whole situation of teachers in the country encompassing the pre- education, particularly for girls, but that the number of teachers being service training, salaries and conditions and the career development recruited has not grown to match this. As a result the Pupil Teacher path for teachers. It also recommends that there should be improved Ratio has increased overall which is having a negative impact on the teacher assessment and performance review to encourage quality overall quality of education and is affecting the teaching teaching and learning.

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 11 On a global level, UNESCO is in the process of implementing a Survey of Teachers in Pre-Primary (STEPP). Launched in May 2015, the STEPP project seeks to contribute to filling the data and evidence gap in order to facilitate evidence-informed policy interventions in support of pre-primary education personnel. In its first phase (May 2015-December 2017), STEPP will develop and pilot an instrument to survey teachers and managers in 5 or 6 countries from different parts of the world and will compile and disseminate national and cross-national findings from the pilot. In the next phase it is intended that the instrument will be refined and be rolled out to a number of interested countries. Details of the content of the questionnaires and the implementation structure can be found in Annex 4.

UNESCO International Institute for Capacity Building in Africa (IICBA)_ has been supporting several countries in national consultations and studies. Aside from Mozambique, IICBA has supported Lesotho in the almost completed comprehensive study of the teacher policy, has worked with Zambia supporting the development of a guide to mainstream gender in teacher training institutions and is finalizing a teacher's guide on facilitating discussions on ESD. Namibia is in the second year of strengthening the quality of pre-primary teachers and exploring ICT in training teachers through the China Funds in Trust (CFIT) initiative.

A number of countries shared their practice in policy development. Mozambique has, as a first step to the development of a comprehensive Teachers' Policy, undertaken a holistic survey on the situation of teachers in the country (see Case Study 1 below). Mozambique is an example of good practice from the region in the use of evidence to inform teacher policy.

Case Study 2: Namibia General Education Educator Policy: National Institute for Education Development

The Educator Policy was developed as a coherent and harmonised the on-going updating and upgrading of educators' skills & way to address the gaps in existing policies and their implementation. competences The purposes of the policy are to promote the professionalization and l Educator Management. The policy allows for the enhance the status of educators, make provisions for the education establishment of a Professional Board which will oversee and training of educators from initial pre-service training to recruitment, deployment and retention, the code of conduct continuing professional development (CPD) and ensure that and accountability. This board will also manage the career educators engage in the creation of learning communities. The policy path of educators. will unite all educators under one professional authority which will be l Learning Communities to add value to education responsible for the governance of the teaching profession. The policy institutions and ensure continual updating and upgrading of covers all pre-primary, primary and secondary education institutions teacher skills. encompassing teachers, school managers, education officers and l Monitoring and Evaluation (M&E) of classroom practice to inspectors of education. promote shared norms and vision and provide feedback to teachers to strengthen their practice. Undertaken by the The policy covers four distinct themes: Directorate of Planning and Development in the Ministry of l Educator Development: pre-service strategies to attract Education, who will develop a set of indicators and provide and select the best candidates to teaching and ensure the sub-sector reports on progress. quality of training, induction and mentoring. CPD will involve

Namibia was identified as an example of good practice in the field of policy development as the only country in the region to be in the process of implementing a comprehensive Educator Policy.⁸ An overview of the purpose and content of the policy was presented (see Case Study 2 above).

The plenary discussion on policy issues looked at how countries can develop a national policy. UNESCO has produced a guide for the process,⁹ which gives a methodology for identifying and analysing teacher issues and shows how to build a vision for teachers that can be shaped into policy measures. This guide can help governments to develop a Teachers' Policy

⁸Details of the full presentation by Geoffrey Shakwa of The Institute for Education Development, Namibia: Annex 6 ⁹Methodological Guide for the Analysis of Teacher Issues. (January 2010) http://unesco.unesco.org/images/0019

12 UNESCO Regional Office For Southern Africa Source - UNESCO ROSA

and has been used in a number of countries in Africa such as Mozambique (see Case Study 1). Uganda has also used the methodology to develop its Teachers' Policy.

For many countries in the region, resources were identified as a major challenge in implementing a Teacher or Educator Policy. Resources are needed for a genuinely consultative process and to provide the expertise for a rigorous development and review process. It was noted that there is a need for resources at the global level to narrow teacher gaps, as well as within individual countries. At the national level resource mobilization is needed and recognition by governments that investment in teachers is important. This investment is possible if it is made a national priority and can be enhanced with the involvement of a range of stakeholders, including teachers.

Once national teachers' policies are in place, it is crucial that they are monitored in order to ensure that they remain responsive to the context and to promote a quality teaching force. Mozambique has embarked on such a process and is identifying indicators for this monitoring (See Case Study 3 below).⁰

UNESCO IICBA⁷ has 3 sub-programmes in Teacher Policy Development and Capacity Building that can support countries to build a strong policy framework. These cover research on teacher issues and policy formulation, standard setting in the teaching profession and institutional, organizational and individual capacity development. IICBA also has interventions on promoting experience sharing and contextualisation for dynamic, forward looking policy formulation and development processes which are evidence-based. It is also building national and regional networks as well as reinforcing capacity and stakeholder engagement including the voices of teachers, learners and communities. Case Study 3: Feedback and analysis of the development of indicators to implement and monitor national teacher policies. Pedagogical University, Mozambique Teachers are at the core of the process of improving the quality of province and district level. The Ministry is currently working to produce education for all citizens in Mozambique and it is recognized that any a series of indicators on major aspects of teacher education for all policy needs to be centred on teachers. The National Strategic Plan levels and specific indicators for teachers in service. These indicators 2012-16 includes the intention that all pupils should be taught by will be contained in a Teachers' Policy, which is not yet in place but is trained teachers. Consequently, it is necessary to improve the teacher being developed. These will cover factors such as salary levels and education infrastructure and also to create additional opportunities receipt of in-service training and will be gender disaggregated. This for teacher training through distance education. This plan identified data will be compared with dropout rates of teachers in rural, urban the need for increased pre-service training as well as in-service training and capacity building of serving teachers to increase their and in particularly disadvantaged areas as well as transference rates motivation and skills. A policy on the monitoring of teacher from disadvantaged areas. As a result the policy will contain strategic performance is needed which can increase teacher motivation and actions that will be taken to address the issues identified. It is intended identify training needs. that monitoring of teachers will be a tool to strengthen the education system by guiding teacher capacity development and in-service The model being adopted for the monitoring of teacher performance training, informing materials design and the quality assessment is to produce a tool, which can be applied in a decentralized way at the approach.

⁰Details of the full presentation by Daniel Nivagara of the Pedagogical University, Mozambique: Annex 7

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 13 As a result of the group discussions, participants identified the main policy issues for quality teachers and presented the following recommendations:

l All countries should develop a national Teacher Policy that addresses a range of issues including recruitment, pre- and in-service training, equitable deployment, working conditions and motivation. l The policies should be developed in an inclusive way involving teachers, perhaps through teaching unions. l Policies should cover all schools, including those in the private sector. l The region should harmonize minimum teacher entry qualifications. l Bridging courses should be developed for serving teachers who do not meet the minimum entry qualifications. l SADC member country policies should be consolidated into a regional Teachers' Policy, which would harmonize standards and practice and facilitate teacher mobility in the region. l Form a SADC Regional Task Team to develop the regional standards for Teacher Education. This can be linked to International Teacher Task Force (See presentation by UNESCO Teachers Task Force: Annex 17).

Source - UNESCO ROSA

4. What is quality education and l Attain gender equity and gender parity in the quality teaching? secondary school system both in enrolments of males Much of the discussion in the conference focused on the need and females and in revising curricula to be gender for quality education and quality teaching. “Quality Education” responsive. is a concept that generates a lot of debate, yet it is widely l Fully mainstream gender in higher education accepted that education should promote learners' cognitive programmes by reviewing curricula to ensure that they development, be inclusive and equitable and should also are responsive to gender, designing interventions that encourage learners' creativity and emotional development to minimise gender stereotypes and ensuring gender prepare them for a rapidly changing world. One session at the parity in enrolment and ensuring that both males and conference, therefore, focused on some of the key elements of females receive equal opportunities. quality education.

Lesotho College of Education is currently developing a 4.1 Gender mainstreaming strategic plan for 2015 -2018 to cover access, quality and The presentation on “The Rationale and Approach to Gender Mainstreaming in Teacher Education: Lesotho” outlined that, equity. More specific strategies include: after Grade 5, the number of girls in education exceeds the number of boys in Lesotho. However, when one looks at the l To continuously review curricula for access and number of women employed in institutions of higher relevance and to ensure that emerging issues such as education, men outnumber women in most areas except gender and Education for Sustainable Development those that are traditionally female (nursing and education). As a (ESD) are included. result The Lesotho Education Sector Strategic Plan (ESSP) for 2010 – 2015 set out commitments to: l To improve the gender balance in the education programme and in particular to improve the gender

l Mainstream gender and HIV and AIDS in education balance across subject areas including technical decision-making and planning processes, subjects, Home Economics etc.

14 UNESCO Regional Office For Southern Africa An ongoing institutional analysis of enrolment statistics is Swaziland) there is no ECE service regulation by the Ministry of being undertaken to identify gender gaps and to facilitate Education but moves are being taken to set up as system to gender equality in the Social Studies courses for primary regulate and monitor the quality of ECE education. students and in Development Studies for the secondary students. The college has used the UNESCO Gender The conference felt that there was greater presence of the Mainstreaming Guide as a resource. This guide has modules on private sector at the ECE level with less regulation and less formulating a gender policy, gender sensitive curriculum and quality control. In Zambia the ECE Directorate is only newly pedagogy, the role of administration and management in established and is still in the early stages of its mandate. The gender mainstreaming and how research, M&E and advocacy aim is, however, that this Directorate will set quality standards can be used as tools in gender mainstreaming. and it will monitor both government and private institutions. In Zimbabwe all privately run institutions are required to be 4.2 Early Childhood Education (ECE) registered with the Ministry of Primary and Secondary There is recognition that the early years are crucial to a child's Education and this Ministry oversees quality control in the development and that Early Childhood Education (ECE) has a sector. strong impact on educational achievement in later levels of education. Hence, a strong ECE sector is important to a quality In Zambia, The Ministry of Education and VVOB are partnering education system. Most of the education systems in the region to address the gaps in the provision. Zambia is aiming to scale have an ECE sector, but the scope and quality of the early up ECE nationally but there are a number of gaps in ECE childhood level varies greatly across countries in the region. provision that need to be addressed including capacity gaps within the Ministry, the proliferation of private institutions, There was a general consensus that ECE covers children aged misconceptions over the new ECE curriculum and play-based 3-6 years old. In some countries (Zimbabwe and Namibia) early childhood education is part of the national curriculum. In other learning. Also, there is a lack of resources and learning countries (Zambia and Tanzania) the scale up and national roll materials for teachers and a lack of capacity of in-service out of quality ECE with a modern curriculum is being training providers. Case Study 4, below, outlines the project implemented (see Case study 4 below). In other countries (e.g. (see full presentation: Annex 9).

Case Study 4: Learning Improvements for Teachers and Lecturers for Early Education (LITLE) in Zambia Teacher education is key to the national provision of quality ECE but skills and concepts, pre-mathematic teaching and the production of more training and guidance is needed for lecturers and more low cost learning materials. LITLE is also involved in strengthening reference materials are required for ECE. In Zambia, very few lecturers school management through the development of reference materials have a practical ECE background and there are big capacity gaps. The and building skills in how to manage ECE departments and ECE shortage of ECE trained teachers means that inappropriate teaching classrooms. practices are often used in ECE. A variety of methodologies are used for capacity building. For lecturers The LITLE programme has been introduced to address some of these LITLE is using workshops, coaching, mentoring, educational gaps. VVOB is working with the Zambian Ministry of Education to visits/exchanges and learning links to sister institutions (e.g. in address the challenges at three levels. The project is working at Zimbabwe, Malawi and Belgium) and promoting action research by Ministry level to strengthen policy development and the monitoring lecturers. The programme is also developing capacity in ECE through of ECE Teacher Training, supporting in-service training to increase the the establishment of a network of school mentors aimed at capacity of teachers and Local Education Authorities and in Colleges institutionalizing mentorship within teacher training using of Education. This is aimed at increasing the capacity of lecturers in experienced practitioners. teachers' colleges and teachers in demonstration schools linked to the colleges. LITLE is demonstrating good practices and developing Currently, only 6 out of 14 Teachers' Colleges offer ECE training but the teacher skills for ECE by focusing on the wholistic aproach to the child, planned national increase of access to ECE requires many more ECE on the use of learning corners and of art in ECE, developing key early teachers. More colleges will therefore be needed to train in ECE, which will require an upgrading of current facilities at colleges and the intense capacity building of lecturers and in-service providers in the See the full presentation by Dr John Oliphant: Annex 8 fundamentals of ECE. “A Guide for Gender Equality in Teacher Education Policy and Practices” UNESCO 2015 http://unesdoc.unesco.org/images/0023/002316/231646E.pdf

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 15 4.3 Inclusive Education (IE) There is common agreement regionally that quality education is inclusive of all children and that teachers and school managers need to be trained and supported to provide inclusive learning environments. Mozambique has taken steps to mainstream inclusion in teacher capacity development (See Case Study 5 below).

Case Study 5: Capacity Development of Teachers (Teacher Training Experiences in Inclusive Education. Pedagogical University, Mozambique Inclusive education in Mozambique stems from the need to increase The curriculum is very important in the light of the challenge of moving access to education and to eliminate the discriminatory policies of the from policy to practice. Including citizenship training in the curriculum past. The aim is to promote new behaviours in teachers and build skills promotes behaviour that is respectful to all. Teachers need to be role in dealing with diversity issues linked to race, class, religion and ethnic models in this. origin. Inclusive education in Mozambique has a number of perspectives including addressing disabilities through Special There are various training programmes for teachers in Mozambique Education, supporting vulnerable groups, dealing with difficult pupil depending on the student's level of education. Inclusion is behaviours, promoting schools for all and education for all. These incorporated as a cross cutting issue in all of the various curricula and different perspectives need to be looked at in an integrated way to all forms of teacher-training and in-service training are promoting an ensure genuine inclusion. inclusive classroom environment.

source - UNESCO ROSA

See the full presentation by Adriano Niquice, Pedagogical University of Mozambique: Annex 10

16 UNESCO Regional Office For Southern Africa source - UNESCO ROSA

The Africa Disability Alliance (ADA) works in partnership with It is not prescriptive and aims to enhance teachers' the African Union (AU), governments, academic institutions understanding of inclusive education in complementarity and civil society in the field of disability. ADA presented their with the existing specific training manuals on specific work in Promoting Inclusive Education through Teacher disabilities at different levels. The project is supporting teacher Training in the SADC Region,⁴ which is supported by OSISA. training using short courses, seminars and symposiums in: The project aims to promote access to quality inclusive education for learners with disabilities in the region. Key l In-service training and pre-service courses in regular or features of the project are: special teacher training institutions

l A Research study on education for children with l Training in the development of manuals and other disabilities in Southern Africa⁵ that challenges the materials so that countries can produce their own barriers to IE including the unreliable and unavailable situational specific materials. data on children with disabilities, lack of awareness and negative attitudes towards disability, inaccessible and l Peer learning and teachers' advisors to provide inflexible curricula, inadequate financial resources and continuous support the limited human capacity to support development l Training in skills for individual support and classroom and implementation of IE. management.

l The Development of Southern Africa IE Strategy for ADA believes that teacher education is the key to effective IE. learners with disabilities. In 2013, the SADC Education Teachers need skills in how to harmonise education to the Ministers recommended the development of an IE learners' abilities. They also need to know enough to Strategy and ADA established a consortium with MIET- understand when to seek assistance. Teachers cannot do it Africa & SAALED to lead the drafting of the strategy. This alone and support in and out of the classroom is vital for consortium also drafted data collection tools on teacher motivation. learners with disabilities and an IE orientation manual for teachers. SADC priorities include the development and harmonization of policies and programmes on access and participation in The IE orientation manual for teachers aims to equip teachers quality education for learners with disabilities, with skills to deal with key issues related to inclusive education.

⁴See the full presentation by Mrs Palesa Mphole (ADA): Annex 11 ⁵http://perspektiva-inva.ru/userfiles/download/Study_on_Education_for_Children_with_Disabilities_in_Southern_Africa.pdf

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 17 UNESCO Regional Ofce For Southern Africa

United Nations Educational, Scientific and Cultural Organisation in pictures. . .

Source - UNESCO ROSA Source - UNESCO ROSA

Source - UNESCO ROSA

18 UNESCO Regional Office For Southern Africa UNESCO Regional Ofce For Southern Africa

United Nations Educational, Scientific and Cultural Organisation in pictures. . .

Source - UNESCO ROSA Source - UNESCO ROSA

Source - UNESCO ROSA

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 19 the development of a relevant, accessible and diversified project also supports effective mentoring of pre-service curricula for all and the facilitation of stronger regional and students and the coaching of serving teachers. local sharing of good practices. SADC is also promoting and strengthening evidence-based programme planning, The main challenges that the project has experienced are: delivery, monitoring and evaluation and strengthening l Building a shared understanding of Inclusive member states' capacity to mainstream education of learners Education. TIEEZ has created spaces for strategic with disabilities in all relevant sectors of education. The IE partners to share their views and come up with a Strategy will be presented for approval by SADC Education national policy. Ministers and ADA will raise funds for the piloting of the l The translation of policies into practice. There is need orientation manual and data collection tools in selected for reflection on how to enhance the use of mother countries. After the evaluation of the pilot, the good practices tongue and bilingualism in ECD classes and the and experiences will be used to roll out the strategy in all SADC deployment of teachers according to their language countries. proficiency. VVOB presented their experience in Early Childhood Education l The lack of history of collaboration between the (ECE) in Zimbabwe through the Teachers of Inclusive Early Ministries of Primary and Secondary Education and Education in Zimbabwe (TIEEZ)⁶ project. The overall aim of Higher and Tertiary Education, which has been TIEEZ is that all learners have equal opportunities to quality addressed with recent collaboration in the education. This is supported through equipping early development of an ECD teacher competence education teachers and school leaders with the knowledge framework for the preparation of in-service training of and skills to provide all learners with equality of opportunity to ECD. enhance their future education.

l Most school-based mentors are not qualified ECD The project works with relevant education Ministries and the teachers and this has also required enhanced Department of Teacher Education of the University of collaboration between the two ministries for in-service Zimbabwe to facilitate strategic support to teacher training of ECD teachers. development and school leadership strengthening for

Inclusive Early Education. Primary Teacher Education Colleges l The limited budget of the programme means that are supported to prepare Early Childhood Development (ECD) currently the project is only in 4 provinces. The project teachers for an inclusive learning environment ensuring they is searching for other funding sources to scale up. have attitudes, knowledge and skills to manage diversity in the classroom. The Infant Department at the Ministry of Education Discussion of the issue of IE by the conference highlighted that and Provincial Education offices provide similar support to for all elements of inclusivity (race, disability, gender, all marginalised groups) the focus should be on training teachers school leaders and teachers in ECD and early primary grades to manage and implement IE. In many contexts, due to high for an inclusive learning environment that promotes diversity PTRs, more classroom support is needed for teachers if in the classroom and in the school as a whole. genuine IE is to be implemented without exacerbating the situation through isolation of learners with special needs. The project has a number of interventions including early There is also a need to engage with policy makers on the issue.

identification and planning for diverse learning needs, UNESCO has developed policy briefs entitled “What is classroom management and differentiated teaching Inclusive Education?” and “Policy Guidelines for Inclusion in

strategies, the development and use of learning materials. The Education”⁷ which will support this process. The overall aim of TIEEZ is that all learners ha“ ve “ equal opportunities to quality education Narie-Pierre GOOLA - VVOB/ZIM

⁶See the full presentation of TIEEZ by Marie-Pierre Ngoma (VVOB): Annex 12 ⁷http://unesdoc.unesco.org/images/0017/001778/177849e.pdf and http://unesdoc.unesco.org/images/0014/001402/140224e.pdf

20 UNESCO Regional Office For Southern Africa IE also involves making the learning environment accessible and relevant to all learners. Zimbabwe has piloted an innovative approach for classrooms with learners of different levels (see case study 6 below) .⁸

Case Study 6: Performance Lag Address Programme (PLAP) in Zimbabwe: Ministry of Primary and Secondary Education (MoPSE), Zimbabwe. The economic meltdown in Zimbabwe in 2007/8 seriously affected A specific training manual was developed and training was done in the education system. It meant that pupils missed long periods of clusters of schools involving teachers, Heads and other managers. school and the performances in the 2008 and 2009 public Cluster Resource Teachers, who had a high level of competence in PLAP, examinations were very poor. When schools normalised it was were identified to support other teachers in the cluster. Important apparent that schools could not simply return to the normal aspects of the approach were: curriculum. In response, the Performance Lag Address Programme l Awareness raising and involvement of the parents and the (PLAP) was introduced in one province of the country with the community was actively fostered. objectives of addressing the declining levels of achievement and l Learner motivation levels increased as the rate of progress improving learning outcomes, unlocking the potential in learners accelerated over time and the drop-out rate fell. largely untapped by conventional methods and equipping teachers l The programme also increased teacher commitment and built and education managers with the capacity to conduct effective closer relationships with the learners. Peer support of teachers, teaching and learning processes for learners in classes with varying sharing of good practices and problem solving were structured levels of learning skills. through the cluster.

PLAP adopts child-friendly approaches in which the learners' level of Some of the challenges of PLAP are: performance is assessed and used as a starting point. Teaching and l Resource limitations meant that local resources had to be learning is organized in groups of pupils of the same level and begins developed. from the last point of success. The teacher uses different materials at l An increased work load for Cluster Resources Teachers. l A few teachers felt PLAP is too time consuming. Ways to provide varying levels of complexity and content for differentiated groups in further teacher support are being assessed. one class. This means that learners can graduate upwards as they l PLAP Training has not yet been spread to Teachers Colleges but master one level. As confidence increases the learners progress rapidly this is planned for the future. through the learning levels.

Source - UNESCO ROSA

⁸See the full presentation of PLAP by Peter Muzawazi (Zimbabwe Ministry of Primary and Secondary Education: Annex 13

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 21 4.4 Comprehensive Sexuality Education (CSE) climate change, deforestation, and desertification, HIV / AIDS, The Zambian Ministry of Education shared their experience of Malaria and Ebola. The Copperbelt University presentation on Integrating CSE in the classroom context.⁹ Comprehensive the “Scope and Rationale of the ESD Guide for Educators: Sexuality Education (CSE) can be challenging because of the Effective Teaching and Learning in Teacher Education cultural barriers and lack of training in the specific CSE Institutions in Africa”⁰ advocated for a re-orientation of methodologies. But, in Zambia, many girls drop out of school education policies and practices in Africa with an ESD lens to due to pregnancy and less than 50% of those return to school, a tackle these challenges. ESD could serve as an effective situation that further exacerbates inequalities between girls guiding philosophy and framework for education but today, it and boys and potentially has an impact on future generations is ill-understood and poorly implemented by teachers and because these girls do not acquire the skills and knowledge for teacher educators, who are the most vital change agents in good motherhood. Culturally there is a gap in the education society in Africa. for life of young people. A baseline survey for the CSE project in Zambia revealed that schools believe that families talk to Quality education systems need teachers with the tools to children about sexuality and families think that schools do. In enhance the quality of their work. Therefore, ESD tools and fact, neither does. Hence, it is vital that schools fill this gap to resources are required that can enable teachers to fully ensure that young people have the knowledge and skills to understand ESD principles and values and to understand how protect themselves from disease and unwanted pregnancy to apply them in their professional work. With this in mind, and to protect their future. UNESCO has supported the collaborative, multi-disciplinary research and writing project involving ESD practitioners from CSE focuses on increasing the self-esteem and knowledge of the Africa region supported by practitioners from the young people and providing them with skills to deal with Caribbean, Asia-Pacific and Europe. The purpose is to produce challenges with regard to their sexuality. CSE gives students a Guide for Teacher Education for Sustainable Development for the freedom to talk about their experiences and enables the use in educational institutions. This process has involved teacher to correct misconceptions and change their mind-set. writers and reviewers from across the continent. The draft It also enables young people to be more informed when guide is currently being reviewed at UNESCO Head Quarters. encountering negative influences from peers and in the media. The project has been implemented through the The Guide is intended as a resource for teacher educators and Ministry of Education but has also been supported by teachers to use, with creativity and reflection, to improve complementary radio and TV programmes aimed at the family quality in teacher education and reorient their work for ESD and community to promote a common understanding. learning. It seeks to contribute towards:

Discussion of the presentation focused on the barriers to CSE, l Increasing capacity, in teacher educators and teachers, with some negative cultural practices being embedded for to integrate ESD concepts and principles in the generations and therefore difficult to address. It was noted that curriculum and in teaching and learning. education needs to remain relevant to the situation of l Illustrating pedagogical principles and processes that students in today's world. In one school in Zambia where CSE should be integrated into teaching and learning for was introduced the number of young pregnancies reduced ESD. l Strengthening the integration of ESD in curricula and in from 60 in 2014 to only 14 in the first 7 months of 2015. Schools teaching and learning by teacher educators and implementing CSE had ensured that they communicated with teachers who are already ESD practitioners. parents and the gatekeepers in the community to increase awareness of the purpose of the CSE and address any issues The guide aims to facilitate flexible and creative teaching for an that arise. It was also felt that CSE should be incorporated in a ever-changing context. ESD can be successfully integrated wider framework of life-skills and communication skills so that with science and technology education. These are important the learning is transferable to other contexts. carrier subjects for ESD concepts and are central to issues such 4.5 Education for Sustainable Development as climate change, biodiversity, environmental degradation, (ESD) health and nutrition, energy. ESD provides a framework for

Africa is facing a myriad economic, environmental, social and ⁹See the full presentation on CSE by Mbita Mubita (Ministry of Education, cultural challenges and relevant quality education needs to Zambia): Annex 14 ⁰See full presentation on ESD by Prof. Overson Shumba (Copperbelt University): find strategies to mitigate poverty, disease, risks such as Annex 15

22 UNESCO Regional Office For Southern Africa science education that has relevance for learners, duplication is a risk. UNESCO should take a lead in contributing to better achievement and improved attitudes sharing good materials within the region. towards science. Values such as open-mindedness, l Countries should invest more in the recruitment and objectivity, criticalness and questioning are important and training of ECE teachers. developed in both science education and ESD. l There should be a forum for the regional exchange of good practice in the ECE and training for ECE. UNESCO There are challenges for the adoption of the ESD guide, should facilitate exchange and experience sharing in including ensuring that the language levels match the other aspects of quality education, including policy language proficiency of teachers and educators in diverse makers. teacher training institutions in different levels of the l Structured mentoring should be used for the education system. It is vital that all teachers have confidence upgrading of teacher skills, especially in new aspects of with the basic scientific facts relating to ESD topics. quality education such as ESD, IE and CSE. l CSE should be incorporated into the curriculum Distribution of the materials needs consideration because sensitively and in liaison with all stakeholders to foster many teachers in Africa cannot access electronic versions community acceptance and so that negative cultural but there may not be adequate funds to produce and practices can be addressed. distribute hard copies to all institutions across Africa. It was noted that it is necessary to go beyond solely the production 5. Recruitment, Pre-service Training, of manuals and focus on good implementation of the Retention and Continuing practices, which has policy implication, so it is important to Professional Development train policy makers as well as implementers. One example of Recognition that quality education is dependent on having this is in Mauritius, where the policy on Education for Climate teachers at all levels of education was a central theme of the Change will be launched in September. conference and led to considerable discussion on how teachers are recruited, trained, developed and retained. When discussing all the various elements of quality education, a participant said “I am a highly qualified and The head of the International Teacher Task Force, made a trained teacher with a lot of experience. But when I am faced presentation on “Articulating Global, Regional and National with a new curriculum topic or a new methodology I am Strategies for the Improvement of Teaching and Learning” effectively an untrained teacher”. Pre-service teacher where he emphasized that good quality education, provided education can never cover all knowledge that a teacher will by trained and supported teachers, is the right of all, not the need throughout a teaching career. Hence, teachers need to privilege of the few. To guarantee this right, the disconnection be flexible and adaptable and teacher education needs to between politicians and practitioners and researchers, provide the capacity and confidence to adopt new purpose and process, quality and inclusion, holistic policies pedagogies. Focusing on participatory teaching and fragmented policies needs to be broken. The Indicative methodologies, reflective teaching and action research in Framework for Education Quality outlined in the EFA Oslo pre-service training is key to this. summit, could also be used as a framework for quality teacher education. It has 4 elements covering the learners themselves, Discussion on these various aspects and elements of quality the education system, the school and classroom and education led to a number of Recommendations: outcomes for learners. This framework (see below) outlines what Teacher Education should comprise and sets the vision l A lot of good materials are being developed and for 2030:

WHY train? Teaching is a profession and a teacher is a professional. Catering for learners' diverse needs .

WHO to train? Attract the best men & women from all socio-economic and cultural backgrounds /groups in society WHO should Educators at accredited institutions with subject and pedagogical knowledge, aware of school contexts and education goals. train? WHAT to train Knowledge, skills, values/ethics of the profession. Training for learning; learning to live and work together, to care for? for people and the environment

HOW to train? Context-oriented (family, community, school and classroom environment) with a world view.

WHERE to train? In a safe and conducive environment, mirroring school and classroom contexts, well equipped & resourced

WHEN to train? Pre-/in-service training (CPD): A trained teacher is a life-long learner, garnering all opportunities.

Such as global warming, climate change, biodiversity changes, HIV and AIDS and Ebola. The International Task Force on Teachers for EFA is a voluntary international network of partners to address the teacher gap. It coordinates, advocates, creates and shares knowledge to fill policy, capacity and financing gaps. See the full presentation by Edem Adubura (UNESCO): Annex 16

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 23 5.1 Teacher recruitment and retention sector. Zimbabwe uses distance education to build the The issue of how to recruit suitable, motivated teachers of professional skills of these teachers through a two-year quality is especially relevant when many countries have a diploma course delivered by the Zimbabwe Open University shortage of qualified teachers and struggle to attract the best (ZOU). people into teaching. The challenge is to avoid recruiting those who see teaching as a last resort or are teaching only Mozambique made a presentation on perspectives on until they find a more attractive alternative. teacher recruitment and retention and perceptions on absenteeism (see Case Study 7 below). The conference In Namibia, the Educator Policy makes provision for a acknowledged that absenteeism is a problem in all countries Professional Board for the teaching profession, which among in the region. It is seldom talked about or recorded and data on other things will develop clear criteria for teacher recruitment. absenteeism is rarely made public. Mozambique was Currently, in Namibia, to be considered suitable for teaching commended for the courage to openly discuss the issue, help one needs points equivalent to University entrance frame it for discussion and suggest ways to address it. requirements. The Government of Namibia also sponsors good students to access teacher - training with grants and Considerable discussion at the conference centred on how to bursaries. sustain the motivation of teachers and prevent them from leaving the profession. Staff compensation is just one of Unqualified teachers are found in virtually all countries in the several factors linked to motivation and job satisfaction. Across region, with the exception of Botswana. Although the region it was noted that teacher remuneration is low, undesirable, unqualified teachers are necessary to fill gaps in conditions of service are poor and the profession is held in low the teaching force. In Namibia approximately 4.75% of esteem. However, teachers also find intrinsic motivation from teachers are untrained. In other countries in the region the doing a good job and this feeling of worth can be built by the percentage is higher. school leadership and by the community. Rewards for good teaching should be strengthened and teachers' involvement The necessity of plugging gaps in the provision of teachers in decision-making enhanced. Governments should show means that Ministries of Education are looking at the best way their appreciation of teachers' contribution to development to ensure unqualified teachers are fit for purpose. All countries by providing motivating, well-rewarded career structures. with untrained teachers offer in-service training, some for example (Tanzania and South Sudan) run a “fast track” Plenary and group discussion on these various issues in programme for unqualified teachers to give them professional teacher recruitment led to a number of recommendations: skills. In South Sudan the training is delivered at the end of l Government should allocate adequate resources to each term, coordinated by Teachers Centres. In Mozambique, education, at least 20% of the national budget, unqualified teachers are present in the government system ensuring that funding goes to teacher remuneration but there are higher numbers in the private sector, where and improving teacher well-being and conditions of many have tertiary education. In the government sector the service. Ministry has responded by organising schools in “pedagogical l Develop a strategy for attracting the best students to zones” for training by Ministry institutions. teaching by having attractive conditions of service. l Take a regional approach to teacher deployment, Often the largest proportion of unqualified teachers is found perhaps through a SADC protocol? This would enable in ECE. UNESCO encourages involvement of the community countries with a surplus of trained teachers to be to recruit locally, where they are best placed to identify deployed across the region. Zimbabwe and Botswana unqualified teachers with the right qualities. It is necessary to already have an agreement to exchange teachers. build the capacity of the community to do this effectively. An l Use in-school coaching and mentoring to build the example of good practice is the Aga Khan Foundation, professional skills of unqualified teachers. Ministries Pakistan, which is building the capacity of Madrasas to locally should train mentors and also provide structured short recruit and support ECE teachers. training for unqualified teachers. Prioritise unqualified teachers for formal training programmes in colleges In some countries like Zimbabwe and South Sudan, many and university. untrained teachers have high-level qualifications in other l Address absenteeism using positive strategies. Work sectors and are found in shortage in subjects in the secondary with teachers on this through teachers' unions.

24 UNESCO Regional Office For Southern Africa Case Study 7: Improving the professional status of teachers (recruitment, deployment, absenteeism, retention) Pedagogical University of Mozambique (See Annex 17 for the full presentation) The recruitment of teachers in Mozambique is centralized at the form and affects the quality of learning that takes place. Ministry of Education but the deployment is undertaken at a provincial level. Teacher deployment can be either temporary or Mozambique has systems to control the physical absenteeism. Each permanent. A new teacher is initially temporarily deployed and then school has a registration book for teachers where the presence is has the option to become substantive after two years. The drawback recorded on a daily basis and individual teachers keep a classroom of this system is that the teacher may opt not to become substantive book where they record the lessons they taught. However, these for a number of reasons (completion of their studies or looking for systems can be circumvented and are often not well applied in schools. better opportunities in other professions). Some causes of absence, particularly ill health, are often a result of the Teacher absenteeism has considerable impact on the quality of stresses of teaching or the poor teaching environment. Other studies education. Three types of absence have been recognized: have shown that one contributory factor to absenteeism, especially in rural areas is delayed or non-payment of salaries. l Total absence – the teacher is completely absent from the The recruitment and retention of teachers in Mozambique has many school for long periods l Partial absence – the teacher is at school but does not deliver challenges: some or all lessons or leaves for short periods. l Reaching the necessary number of teachers in the system to l Virtual absence – the teacher is physically present in the meet the increasing demand. classroom but not doing their job properly. l Many teachers opt for temporary contracts so they can pursue other opportunities All types of absenteeism negatively affect the quality of education and l The monitoring of teachers is flawed. The control systems need academic standards. Absenteeism of teachers has several causes: to be strengthened. teacher-related, school-related, administrative or social (for example attending funerals and domestic commitments that require the BUT it is also very important to find positive ways to address the teacher to be at home). Virtual absence is probably the most common challenges of recruitment and retention of teachers. We need to find.

5.2 In-service and Continuing Professional Development (CPD) Another way to motivate teachers is to offer well structured, quality CPD. Provision of CPD recognises quality education needs to be responsive to the rapidly changing nature of the world and the changing context in which children and young people are growing up. Developments in technology and the impacts of climate change, socio-economic change and evolving gender roles mean that the curriculum and classroom climate is ever changing. Knowledge rapidly becomes out-dated and teachers can no longer rely on the knowledge and skills they acquired in pre-service training to address new situations in their classrooms. Teachers need to be constantly updating knowledge and skills. This rapidly changing context and the evolving curriculum more than ever requires reflective teachers who are able to adapt to new challenges and adopt new approaches and pedagogies. Therefore, it is critical that pre-service training of teachers is appropriate and that all teachers have opportunities for quality and relevant CPD.

The conference made a learning visit to Matola Teachers' Centre (see Case Study 8 below) to experience first-hand the environment in which pre-service training is undertaken.

Teachers need to be constantly updating knowledge and skills. This rapidly changing context and the evolving curriculum more than ever requires reflective teachers who are able to adapt to new challenges and adopt new approaches and pedagogies

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 25 26 UNESCO Regional Office For Southern Africa Case Study 8: Visit to Matola Teachers College /Instituto de Formaişo Professores (IFP)

Matola Teachers College offers a 3-year primary course for students Another major focus of the college is the capacity building of the who have completed 10 years of general education. The college aims lecturing staff by creating space for debate, offering in-house lectures to produce teachers of quality who can contribute to the strategic and exchange visits. In-service training is important to the college plan for education and to the country as a whole. The mission of the because this leads to an improvement in the quality of training, which college is to train quality teachers who are creative and flexible. The will impact the development of competencies by the students. There is college does not want to produce mere recipients of information but one primary school attached to the college but the college also works with other schools in the district and provides services and in-service to produce teachers who can use knowledge and experience to training of teachers to improve the quality of education in all schools in address any problems they will face in the future. The college uses Matola. methodologies which focus on pupil-centred teaching strategies, which involve individual learners in the learning process. The training The college does not concentrate simply on what is happening in the is competency-based and aims to integrate theory and practice. classroom, but also on the whole learning environment. It has topic These methodologies aim at the creation of opportunities for all centres to develop other competencies (eg IT skills) and for action teachers to integrate theory and practice in teaching processes. research.

A number of other countries in the region are also reflecting on how the training of teachers can be best framed to improve quality. The key learning points from the visit to Matola IFP were identified as:

l The integration of theory and practice. The College curriculum gives the students opportunities to combine theory and practice. The college has an on-site primary school where students can implement what they learn and which enables student teachers to build on their practical experience through engagement with theory. l The use of competency-based training to give students transferable skills, which they can adapt to their specific situation. The lack of specific materials for use in competency-based training is a challenge, but the college has been innovative in developing its own materials. Lecturers have worked together and supported each other to develop learning materials and in the development of teaching strategies. l Links with community: The College provides services and in-service training in areas identified by the schools and by the Ministry of Education district officers to all schools in Matola district.

Namibia is an example of good practice in the Continuing Professional Development (CPD) of teachers. Dr Nyambe of the University of Namibia in his presentation “Improving the quality of education through quality teachers” outlined how Namibia has recognised that pre-service teacher education and the traditional “front-loading” approach to teacher training is no longer fit for purpose. CPD is playing an increasingly important role in ensuring that teachers have the necessary knowledge and skills and that they feel equipped to deliver quality education. As a result Namibia has reviewed the way in which in-service training and CPD is structured. The country is moving away from the old uncoordinated, often fragmented, provision of CPD to a more coordinated provision through structures that are clearly thought-out. These actively incorporate the various agencies that deliver CPD, including NGOs. CPD is being structured to enable teachers to upgrade their qualifications as well as to update their knowledge and skills.

The model has been decentralised and is becoming more localised and based at sites within the working environment. There is increasing consultation with teachers based on local needs. Educators are having a voice in determining their own professional development and there is an acknowledgement that training should be tailored to address the unique and specific contexts in which teachers operate. There is a move away from the “expert-driven” approach where the content and learning process is externally delivered and teachers are considered as recipients, to a process, which is locally-driven and places responsibility with the teachers. Collaboration between schools is also being encouraged to avoid pedagogical isolation and to encourage peer learning and support.

See the full presentation by P.K. Dikomo (Department of Basic Education, South Africa): Annex 20

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 27 28 UNESCO Regional Office For Southern Africa As a result, the “one- off” superficial training of the past is being achieving school-leavers. replaced with longer term, deeper learning which is sustained, monitored and evaluated. The training offered through CPD, Teacher development will be delivered through National and because of the enhanced quality and relevance, is also being Provincial institutions and through Teacher Development accredited so that teachers can feel motivated and rewarded Centres (TDCs) at district level. Teacher Development Centres for participating in the process. The project has also promoted are located close to where the teachers are and will serve as the integration of ICT in teaching and learning and has hubs for teacher development and support, as a repository of acknowledged that teachers need to upgrade their skills in IT the resources that teachers need and will host a range of and that the hardware for classroom implementation is teacher programmes and ICT platforms. It is intended that required. these centres will develop and deliver high-quality, content- rich, pedagogically sound CPD courses for teachers. UNESCO IICBA⁷ has been supporting multi-country CPD programmes in the region such as Cap EFA in Mali, Lesotho, One highly innovative tool for CPD being implemented in Uganda, Burundi, Burkina Faso and Guinea and is working with TDCs is how they identify and address immediate to medium- Namibia in the Chinese Funds in Trust (CFIT) programme also term systemic teacher development needs through diagnostic involving Cote d'Ivoire and Ethiopia in phase 1 and Congo, self-assessment. This process assesses teacher curriculum Democratic Republic of Congo, Liberia, Tanzania and Uganda competence on an individual basis, using an on-line tool.⁴ The in phase 2. Study tours took place in Cote d'Ivoire and Ethiopia teacher logs into the self-assessment and privately takes the in 2015 and another study visit to China took place in test. The system gives immediate, confidential, feedback on September. The CFIT project is focusing on capacity levels of competence and an Administrator, with access to the development in the teaching of numeracy and literacy in early assessment of performance, uses the results to design childhood and lower primary education, improved supply of appropriate training based on the teacher's specific needs, learning materials and the integration of Information and from a pool of topics. Currently the self-assessment is being Communication Technology (ICT) in teaching. The CFIT implemented in Mathematics and English. This approach has project is also working to advocate for improved systems to challenges because it requires users to have a basic level of manage the recruitment and deployment of teachers and Information Communication Technology (ICT) competence, facilitating learning forums for teachers and teacher which is not the case for many teachers. It also requires a large educators. Action Research forms a major element of the CFIT number of eLearning specialists based at the centres and there project. Namibia is focusing on 5 key areas of classroom is a shortage of such skills. However, Mathematics Subject practice: questioning strategies, reading and the use of Advisors are using the consolidated results to hold more children's literature, use of teaching aids, managing the regular meetings with teachers to address identified needs. learning environment and formative assessment in the classroom. The aim is to produce a tool kit of strategies that Recommendations around the key issues identified during teachers can use to strengthen their practice. (More details of discussion were: CFIT in Annex 19). l A national and regional framework should be The conference was presented with another example of an developed for teacher education and quality CPD for a approach to CPD which actively promotes teacher rapidly changing environment. participation and is in response to local needs is South Africa. l Coordinate CPD amongst all service providers and base In a presentation on “Towards Effective Professional it on the systematic identification of teachers' needs. Development and Support for Teachers” The Department of Basic Education outlined how CPD fitted into the Integrated l Genuine teacher participation in all aspects of Strategic Planning Framework for Teacher Education and professional development and policy is important to Development (2011-2025) for South Africa. This Framework ensure that teacher's voices are heard. This can be aims to improve the quality of teacher education and coordinated through the teachers' unions. development to promote quality teachers and teaching. The strategy is to identify individual and systemic teacher l Universal implementation of self-assessment in development needs and address these at the local level, which guiding CPD, to build teacher confidence and it is hoped, will make teaching more attractive to high- motivation.

⁴ The assessment can also be done in hard copy off line, but the feedback is not immediate because it is marked manually

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 29 6. Recommendations and action points In the final session the participants, in groups, identified what they considered as priority areas for action emerging from the conference and outlined action points for themselves and for UNESCO. All participants committed to sharing the workshop report with Senior Managers and policy makers in their respective Ministries and to follow up on the specific action points in their own countries.

The main priority areas and action points are summarised in the table below:

PRIORITY ISSUES ACTION POINTS

ON NATIONAL TEACHERS' POLICY

Teachers' policy and l All states to review /develop a comprehensive Teacher Policy covering selection and recruitment criteria, Guidelines on Teachers salary structure, working conditions, pre-service and in-service training, equitable deployment. The policy should be based on evidence. l Policy implementation plans should be developed and carried out. l All countries to set up a professional body regulating the teaching profession

Resources l Prioritize national resources for development and implementation of a Teachers' Policy l Resource participatory data collection and research before the policy is developed. l Provide incentives for shortage subjects (science and mathematics) ON REGIONAL POLICY

Harmonised regional policy l Develop, review and consolidate national policies into a regional policy on teachers l Harmonise teaching qualifications across the region. All levels of education should have the same/similar professional qualifications. l Recognize and accept teaching qualification from all countries across the region (because of standardized minimum entry). l Ensure that member states implement harmonized policy

Regional standards for l Develop regional guidelines on educator training and capacity building. training (pre-service and in- l Form a regional task team to work on the regional standards for teacher education supported by the service teachers) International Task Team on teachers. l Encourage regional training in key aspects of quality education.

Regional teacher l Capacity development for governments to collect, analyse and use the data at different levels which will information system improve teaching and learning and also be used to follow up on CPD.

ON QUALITY EDUCATION

Content of quality education l Integrate all crosscutting issues in the school curriculum. Provide training & materials l Organise for the exchange of good practices in ECE, ICT, ESD, CSE and all other relevant competences

Inclusive Education l Undertake a study to ascertain how IE can best be mainstreamed in teaching and learning. Use inclusive, participatory approaches to the study. l Provide training for all teachers in IE in pre- and in service – training

Management of learning l Strengthen school leadership through capacity building. l Strengthen community and stakeholder involvement in school management l Use assessment of and data on, learning outcomes to improve teaching. l Involve teachers in decisions regarding curriculum and strategies.

ON TEACHER RECRUITMENT AND RETENTION

Strengthened recruitment of l Develop strategy to attract the best candidates to teaching through Improved working conditions to make teachers the profession more attractive l Have a well-structured career path. Ensure representation and the voice of teachers in all stages of policy making and programme implementation l Equitable policies for the recruitment and deployment of teachers

Teacher Motivation and l Conduct a study into teacher motivation and retention Professionalization l Raise entry standard for teaching to improve status l Set up a Teachers' Professional Body l Improve social status of teachers. l Raise salaries to at least equal to those in other similar professions. l Recognise teachers who excel l Ensure representation of teachers in all stages of policy making and implementation

Source - UNESCO ROSA

30 UNESCO Regional Office For Southern Africa source - UNESCO ROSA

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 31 PRIORITY ISSUES ACTION POINTS

ON TEACHER RECRUITMENT AND RETENTION

Motivate teachers through l Improve transport to rural schools, build and electrify teachers' houses in rural areas. Rural hardship improved conditions of allowances service l Provide rural hardship allowances for teachers in remote, isolated schools l Provide adequate quality teaching and learning materials to all schools. l Improve teacher remuneration and ensure timely salary payments to teachers. l Conduct and strengthen CPD to update and upgrade teachers. l Advocacy in communities to improve on teachers' professional status.

Qualified Teacher l Undertake study to understand why some qualified teachers are not employed unemployment l Use data to decide subject quotas for training colleges – fill gaps in some subjects, reduce over supply in other areas

Reduce absenteeism l Improve monitoring of teachers

Resources inclusive of l Governments increase budget allocated to education at all levels, including teacher remuneration and teacher salaries. training l Advocacy on investing in teacher quality, investing in education.

ON TEACHER TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT

Capacity Development of l Supporting mechanisms for the transfer of learning teachers and lecturers l Setting a Country / Regional Framework for teacher education l Formal training for ECD lecturers, especially those with no ECD experience

Capacity building to l Countries should budget for ICT programmes in all institutions. And integrate it into all subject areas. enhance teaching and Include the ICT in pre-service and in-service training. learning l Organise training in good practices in all relevant competences (ECD, ESD, CSE, IE etc). l Organise regional capacity building in ICT

Teacher education l Develop a transformative, dynamic and responsive teacher education curricula which addresses ethics and curriculum lifelong learning l Promote reflective teaching in all levels of teacher education l Content of teacher education to be unified across region

Quality CPD l Harmonised and coordinated CPD amongst all providers l CPD curriculum based on the systematically identified needs of teachers l Encourage and support reflective teaching l Strong partnerships between schools and universities and colleges l Learning visit to Namibia to learn from their good practice

Teacher Participation in CPD l Ensure all teachers participate in CPD, ensure access for every teacher l Base CPD on self-assessments and on reflective teaching. Locate in-service in schools l Encourage peer learning and mentoring

Untrained Teachers l Recognise that most untrained teachers are a resource and need development – remove stigma l Identify and provide training for all unqualified teachers. Prioritise unqualified teachers for college places l Design specific training programmes for graduate unqualified teachers

Specific Action Points for UNESCO were: 1. Share the recommendations with SADC secretariat and advocate for the regional recommendations including developing a regional framework for teacher training and a comprehensive regional teacher policy framework. 2. Report to the EFA Task Force on the conference outcomes and advocate with donors for resources to implement recommendations. 3. Provide technical assistance to facilitate country level discussions on quality teachers. Support national conferences covering the priority issues identified in this conference. 4. Facilitate more learning visits between countries to share good practices in the development/review of policies, quality teaching and learning and CPD. 5. Develop a regional EMIS system to provide evidence for policy formulation and CPD 6. Use World Teachers' Day to disseminate recommendations of the meeting. 7. Have a clearing house on the documents shared and discussed in the conference. Provide resource persons for national capacity building.

32 UNESCO Regional Office For Southern Africa UNESCO agreed to review these action points and provide timelines for them.

In the closing session Dr Malambe, on behalf of the Honourable Minister for Education and Human Development, thanked all the participants for their active participation and urged them to go back to their respective countries and promote implementation of the action points. Dr Malambe also thanked UNESCO for the support they offer to the region in general and specifically for organising this informative meeting, which addressed many crucial issues for quality education and quality teaching.

Source - UNESCO ROSA

ENSURING QUALITY EDUCATION THROUGH QUALITY TEACHERS 33 List of Annexes (All Annexes can be found on www.unesco.org harare)

TITLE PRESENTER

Annex 1: Conference programme

Annex 2: Global Trends, Challenges and Commitments Regarding Teachers Yoshie Kaga: UNESCO Head Office

Annex 3: UNESCO International Database on Education (Teachers) Monica Githaiga: UNESCO Institute for Statistics

Annex 4: Survey of Teacher in Pre-Primary Education (TEPP) Yoshie Kaga: UNESCO Head Office

Annex 5: Developing teachers for Africa 2025 and beyond – lessons learnt from IICBA support to the development of teacher policies and practices Yumiko Yokozeki: IICBA Addis Ababa

Annex 6: Namibian General Education Policy Raymond T. Simanga: National Institute for Education Development, Namibia

Annex 7: Feedback and Analysis of the Development of Indicators to Daniel Nivagara: Pedagogical University, Implement and Monitor National Teacher Policies Mozambique

Annex 8: Rationale and Approach to Gender Mainstreaming in Teachers Education: From policy to practice at Lesotho College of Education Dr John Oliphant

Annex 9: Learning Improvements for Teachers and Lecturers for Early Sanford Kalito: Chipata College of Education (LITLE) Education

Annex 10: Desenvolvimento da capacidadede professors” experiência de form Adriano Niquice: Pedagogical University, ação inclusive – Moçambique Mozambique

Annex 11: Promoting Inclusive Education Through Teacher Training in the SADC Region - powerpoint Palesa Mphole: Africa Disability Alliance

Annex 12: VVOBs Experience in the Programme “Teachers for Inclusive Early Education in Zimbabwe” Marie-Pierre Ngoma: VVOB

Annex 13: Performance Lag Address Programme (PLAP) Zimbabwe Peter Muzawazi: Ministry of Primary and Secondary Education, Zimbabwe

Annex 14: Integrating CSE in the Classroom Mbita Mubita: UNESCO Zambia

Annex 15: Scope and Rationale of the ESD Guide for Educators: Effective Prof. Overson Shumba: The Copperbelt Teaching and Learning in Teacher Education Institutions in Africa University, Zambia

Annex 16: Articulating Global, Regional and National Strategies for the Dr Edem Adubra: International Teacher Improvement of Teaching and Learning Task Force, UNESCO

Annex 17: Improving the professional status of teachers (recruitment, Jaime Alipio: Pedagogical University, deployment, absenteeism and retention). Mozambique

Annex 18: Improving The Quality of Education Through Quality Teachers: The Case of Namibia's Continuing Professional Development Dr Johan Nyambe: CPD Unit University of For Educators. Namibia

Annex 19: Capacity Development for Quality pre-and Lower Primary Teacher Mr Geoffrey Shakwa: Anti-Corruption Education in Namibia Education Consultancy

Annex 20: Towards Effective Professional Development and Support P. K. Dikomo: Department of Basic for Teachers. Education, South Africa

Annex 21: Participant List

34 UNESCO Regional Office For Southern Africa Photography UNESCO Regional Office for Southern Africa

Editorial Team Hubert Gijzen - Regional Director and Representative Carolyn-Medel Anonuevo - Education Senior Programme Specialist Abdoul Wahab Coulibaly - Education Programme Specialist

Consultant Lynn Walker UNESCO REGIONAL OFFICE FOR SOUTHERN AFRICA

United Nations Educational, Scientific and Cultural Organisation

Number 8 Kenilworth Road, Newlands, Harare P. O. Box HG 435 Highlands, Harare, Zimbabwe Tel: +263 (4) 776775-9 Fax: +263 (4) 776055 Website: www.unesco.org harare